Abstract
The chapter explores knowing-in-action, the reflective practitioner, and pedagogical tact in education, with particular attention to reflective practice in process drama. The author also considers bilingual reflective practice and translanguaging—as a strategy to explore reflection-in-action and reflection-on-action. Discussion is presented through a praxial approach that aims to bridge the author’s reflective practice with research and theory. The chapter includes a process drama structure, High Tide in Venice, a process drama workshop that encourages language students to immerse themselves in the target language and culture, looking at the local context from a new-found perspective.
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Workshop 4: High Tide in Venezia
Workshop 4: High Tide in Venezia
Description: This workshop encourages language students to immerse themselves in the target language and culture, looking at the local context from a newly found perspective.
Students’ Context—Inspiration for the Workshop: Australian language students of Italian imagined they were Italian residents living in Venice, while their Italian teachers played the role of tourists. The workshop was offered as part of the 2013 Immersion Day event, at the Dante Alighieri Society, in Brisbane, Australia. I co-created and co-facilitated it with a group of language teachers from the Dante Alighieri Society. Participants were approximately fifty adult students of Italian, at different ages and levels of proficiency.
Pre-text: An extract from Venezia è un Pesce (‘Venice is a Fish’), an evocative guide of the city of Venice by Scarpa (2000), where each chapter is based on exploring the city through a sense (sight, smell, touch, hearing, taste). This passage was used as pre-text:
With less than a metre difference in altitude, many areas are already under water; a serious emergency arises beyond one metre ten. On the terrible night of November 4th 1966, my father swam home from work. The sirens that sounded the alarm during the air raids of the Second World War have been kept on top of the campanili. They now announce sea raids, when the acqua alta is about to rise; they wake you at five, six in the morning. The sleepy inhabitants fix steel bulkheads to their front doors. (Scarpa, 2008, p. 18)
Educational Aims: Practising the Italian language in a meaningful context; seeing Venice from a different perspective; reflecting on living in Venice as a resident rather than visiting it as tourist.
Levels: B2 to C2 (CEFR).
Duration: Five hours.
This chapter has focused on knowing-in-action, the reflective practitioner, and pedagogical tact in education, with particular attention to reflective practice in process drama. The discussion has also considered bilingual reflective practice and translanguaging—as a strategy to explore reflection-in-action and reflection-on-action. These themes have been presented through a praxial approach, to bridge reflective practice with research and theory. The chapter concludes Part I of this book. So far, we have considered some key issues needed to navigate the simplex waters of the aesthetic dimension. We now turn to explore how teacher/artists can navigate the aesthetic dimension, to facilitate learning. Hopefully, we haven’t drowned. Hopefully, we yearn for more.
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Piazzoli, E. (2018). Knowing-in-Action. In: Embodying Language in Action. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-77962-1_5
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DOI: https://doi.org/10.1007/978-3-319-77962-1_5
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